期刊名称：Evidence Based Library and Information Practice
印刷版ISSN：1715-720X
电子版ISSN：1715-720X
出版年度：2015
卷号：10
期号：2
页码：127-143
DOI：10.18438/B8TK5Z
语种：English
出版社：University Of Alberta
摘要：Abstract Objective – The purpose of this research was to examine how beginning and advanced level engineering students report use of information when completing an engineering design process. This information is important for librarians seeking to develop information literacy curricula in the context of engineering design. Methods – Researchers conducted semi-structured interviews about information strategies used in engineering design with 21 engineering students (10 first and second year; 11 senior and graduate). Researchers transcribed interviews and developed an inductive coding scheme. Then, from the coding scheme, researchers extracted broader themes. Results – Beginning level engineering students interviewed: (a) relied primarily on the parameters explicitly given in the problem statement; (b) primarily used general search strategies; (c) were documentation oriented; and (d) relied on external feedback to determine when they had found enough information. Advanced level engineering students interviewed: (a) relied on both their own knowledge and the information provided in the problem statement; (b) utilized both general and specific search strategies; (c) were application oriented; and (d) relied on self-reflection and problem requirements to determine when they had found enough information. Conclusion – Beginning level students describe information gathering as externally motivated tasks to complete, rather than activities that are important to inform their design. Advanced level students describe more personal investment in their use of information through consideration of information based on their prior knowledge and questioning information. Future research should consider how to best support beginning level engineering students’ personal engagement with information.
其他摘要：Objective – The purpose of this research was to examine how beginning and advanced level engineering students report use of information when completing an engineering design process. This information is important for librarians seeking to develop information literacy curricula in the context of engineering design. Methods – Researchers conducted semi-structured interviews about information strategies used in engineering design with 21 engineering students (10 first and second year; 11 senior and graduate). Researchers transcribed interviews and developed an inductive coding scheme. Then, from the coding scheme, researchers extracted broader themes. Results – Beginning level engineering students interviewed: (a) relied primarily on the parameters explicitly given in the problem statement; (b) primarily used general search strategies; (c) were documentation oriented; and (d) relied on external feedback to determine when they had found enough information. Advanced level engineering students interviewed: (a) relied on both their own knowledge and the information provided in the problem statement; (b) utilized both general and specific search strategies; (c) were application oriented; and (d) relied on self-reflection and problem requirements to determine when they had found enough information. Conclusion – Beginning level students describe information gathering as externally motivated tasks to complete, rather than activities that are important to inform their design. Advanced level students describe more personal investment in their use of information through consideration of information based on their prior knowledge and questioning information. Future research should consider how to best support beginning level engineering students’ personal engagement with information.
